Standard 3: Earth Systems Science – 6th Grade

3.1 Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and
destructive
Advanced Proficient Partially Proficient Unsatisfactory
Exceeds Meets standards/checkpoints Is progressing towards Does not meet Insufficient evidence at this
standards/checkpoints for for this grading period standards/checkpoints for standards/checkpoints for time. Additional work is
this grading period this grading period this grading period required by the student

4.0 3.0 2.0 1.0 0

a. Student meets a. Gather, analyze and
standards and communicate an
checkpoints for this evidence-based
grading period (3), and explanation for the
in addition… relationship between
Earth’s constructive
b. Infers and and destructive forces.
communicates
connections between b. Gather, analyze and
Earth’s surface communicate
features and evidence from text and
constructive and other sources that
destructive forces with explains the formation
ample supporting of Earth’s surface
evidence. features
c. Communicates c. Use or create a
content clearly and computer simulation
professionally for Earth’s Changing
Crust
a. Gather and a. Identify evidence for a. Additional work must
Communicate an the complex be completed and
evidence-based interaction between turned in before a
explanation for the Earth’s constructive determination of the
complex interaction and destructive forces student’s progress can
between Earth’s be made
constructive and b. Identify evidence from
destructive forces text and other sources b. Additional work must
that explains the be completed and
b. Gather and formation of Earth’s turned in before a
communicate surface features determination of the
evidence from text and student’s progress can
other sources that c. Acknowledge changes be made
explains the formation occur in Earth’s crust
of Earth’s surface c. Additional work must
features be completed and
turned in before a
c. Identify a computer determination of the
simulation for Earth’s student’s progress can
changing crust be made

Glossary of student action words

Acknowledge – Student shows realization that a topic or idea exists
Analyze – Student can make connections between ideas and topics and provide thoughtful insight beyond obvious conclusions
Communicate – Student can convey information, through multiple media, in an organized and concise manner
Create – Student can manufacture a product that demonstrates deep knowledge of a topic or idea
Gather – Student can use resources to locate evidence and information with limited teacher assistance
Identify – Student can recall information regarding a topic or idea
Infer – Student can use data and information to create thoughtful conclusions that predict future outcomes which are supported with evidence.
Use – Student can manipulate a tool to demonstrate their knowledge of a concept or idea